Celebrating Harmony Week: Everyone belongs

This lesson is an ideal opportunity to celebrate Harmony Week. Harmony Week is a time to celebrate Australian multiculturalism and the successful integration of migrants into our community. The central message is "Everyone Belongs," fostering inclusiveness, respect, and a sense of belonging for all Australians, regardless of cultural or linguistic background.

Teaching sequence

Work through this resource material in the following sequence:

8 minutes

Tune In: The Lonely Sock

25 minutes

Find Out: Becoming Inclusion Detectives

25 minutes

Take Action: My Belonging Card

Learning intentions

We are learning to understand what it means to be inclusive and show respect to others.
We are learning to create simple literary texts that express feelings and actions related to belonging.

Success criteria

I can explain what makes someone feel like they belong. I can draw and write a short message or story about making someone feel welcome.

💡 Tune In: The lonely sock

Step 1

Display a single, brightly coloured, and unique sock on the table or board, without saying anything.

Step 2

Ask students: "What do you notice about this sock? What do you think it might be feeling or wishing for right now?" Encourage imaginative responses.

Step 3

Guide discussion to the idea that the sock is alone and might want to find its match or a group to belong to. Ask: "How do we help others feel like they belong, just like this sock might want to?"

Step 4

Transition by explaining that today's lesson is about making everyone feel like they belong.

🔍 Find Out: Becoming inclusion detectives

Step 1

Explain to students that one way we learn about inclusion and respect is by reading stories where characters experience feeling left out or welcomed.

Say to students:

“Today we’re going to read The Invisible Boy. But you’re not just listeners, you are Inclusion Detectives! We’re solving a mystery: How do we make sure everyone feels like they belong?”

Explain that detectives often use silent signals to communicate important information.

Introduce the two signals:

Signal 1: Exclusion
❄️ Cross arms tightly + sad face
Meaning: left out, lonely, ignored (“cold prickly” feeling)
Signal 2: Inclusion
❤️ Hands over heart + warm smile
Meaning: welcomed, safe, included (“warm fuzzy” feeling)

Practise the signals together. Call out “Exclusion!” and “Inclusion!” a few times so students build confidence and muscle memory.

Step 2

Explain that while you read, students will use the signals to show when they notice exclusion or inclusion in the story.

Read The Invisible Boy aloud (or play a read-aloud video).

The Invisible Boy – (https://www.youtube.com/watch?v=RLTNX5XTuJE)

Pause at key moments to support students, for example:

When Brian is not picked for kickball:
“Detectives, look at Brian. What signal shows how he’s feeling?”
(Students cross arms – Exclusion)
When Justin writes Brian a note:
“Something changed. Show me the signal!”
(Students place hands over hearts – Inclusion)

Acknowledge and validate responses:

“Yes, hands over hearts. Justin made space for Brian. That’s inclusion.”

Step 3

Draw a T-chart on the board.

Left side: ❄️ Cold Pricklies (Exclusion)
Right side: ❤️ Warm Fuzzies (Inclusion)

Ask students to share clues they noticed in the story.

Record responses, for example:

“They laughed at his lunch.” → Cold Pricklies
“Justin let him work on the project.” → Warm Fuzzies

Explain:

“This shows diversity in action. We are all different, but kindness is the glue that helps everyone feel they belong.”

Step 4

Have students do a pair-share. Turn to a partner and discuss one action a character took that helped someone feel welcome.

Invite a few students to share their ideas with the class.

✨ Take Action: My belonging card

Step 1

Explain that just like the characters in the story, we can all make a big difference in how others feel. Introduce the task: "Today, you will become 'Belonging Builders' by creating a special card or picture story to make someone feel welcome."

Step 2

Distribute blank paper or card stock and drawing materials. Instruct students to think of a time they felt included or excluded, or imagine a new person joining the classroom.

Step 3

Guide students to draw a scene where someone is showing inclusiveness and respect to make another person feel like they belong. This could be inviting someone to play, sharing, listening, or helping.

Step 4

Below their drawing, instruct students to write one or two simple sentences describing the scene or a welcoming message. For example, "Come and play with us!" or "I feel happy when I belong." Remind them to use feeling words.

Step 5

Provide an opportunity for students to share their 'Belonging Cards' with a small group or the whole class, explaining their drawing and message. Display the cards to create a visual reminder of inclusiveness in the classroom.

🌱 Story of Change: HoMie

HoMie is a not-for-profit social enterprise based in Melbourne that supports young people affected by homelessness. They provide safe, inclusive spaces and programs, offering pathways out of homelessness through clothing, training, and employment. By fostering community and providing vital resources, HoMie helps young people build respect, regain dignity, and find a sense of belonging they might have lost. (Source: https://homie.com.au/)

Assessment opportunities

Observe student participation in discussions, noting their understanding of inclusiveness and respect.
Review students' 'Belonging Cards' for their ability to express feelings and actions related to making others feel welcome.
Listen to students' explanations of their 'Belonging Cards' for evidence of their comprehension of belonging.

Differentiation

Support: Provide sentence starters or word banks for writing sentences on 'Belonging Cards'. Pair students with stronger writers for discussion. Offer pre-selected images for students to describe instead of drawing their own.
Extension: Challenge students to write a short paragraph describing three different ways to show inclusiveness in the classroom.
Extension (Literacy): Have students write a short narrative from the perspective of the lonely sock from the Tune In activity, describing how it eventually found its belonging.

Where to next

This lesson can lead to further exploration of character perspectives and emotions in narratives. Students could write longer stories about friendship and overcoming challenges, or explore different forms of communication to express kindness and respect.

Key vocabulary

Inclusiveness: Making sure everyone is welcome and can join in.
Respect: Treating others with kindness and valuing their ideas and feelings.
Belonging: Feeling safe, accepted, and like you are an important part of a group.
Kindness: Being friendly, generous, and considerate.
Diversity: Having many different kinds of people, with different ideas and backgrounds.
Alone: Being by yourself; feeling lonely.

This lesson was created by Thea + CoolPlus AI

The Belonging Builders

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Summary

Learning intentions

Success criteria

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Prior Knowledge

Skills Required

Curriculum Mapping

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UN Sustainable Development Goals

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